The learning and instructional processes related to adult education are discussed in this monograph. Following a brief discussion of the nature of learning and of instruction, the stages and conditions of learning and instruction are presented. These stages and conditions relate to internal conditions prerequisite to learning (motivation,…

The physiological condition of the adult learner as related to his learning capability is discussed. The design of the instructional process, the selection of learning tasks, the rate at which instruction occurs, and the nature of the instructional setting may all be modified by the instructor to accomodate the variable physiological conditions of…

This publication is one of four parts of the Project Continuing Education for Health Manpower performed by Syracuse University for the Regional Medical Programs Service. Continuing education is defined as systematic efforts to acquire, maintain, and develop the abilities, skills, knowledge, and attitudes of persons already engaged in providing…

The document is a continuation of CE000452. Five monographic chapters are presented there. The concluding five monographic chapters of this publication concern the health care practitioner as instructor by Hilliard Jason; an approach to a rational scheme for financing continuing education for health manpower by Leon M. Lessinger; the use of…

The why, how, and where of all of the adult's learning projects are encompassed in this book. The central focus is on the adult's efforts to learn, in particular, his decisions, preparations, reasons for learning, help, problems, and needs. The 15 chapters of the book discuss the following: highly deliberate efforts to learn; episodes and learning…

The purpose of this study was to discover the concepts of humanities education and adult education and apply them as a model for analyzing humanities education programs for adults. The literature related to the goals and content of humanities education and the methods and design of adult education was reviewed, yielding basic elements allowing…

This document is a tentative effort to lay out some of the components and implications of the "learning how to learn" concept. It is intended to be used in theory building and practical applications in the realm of adult education. Four chapters are included: The Concept (with the subheadings Concerning Terminology, The Learner's Needs, Some…

A major objective of agricultural extension programs is the education of the farmer through literacy training or functional literacy programs. Functional literacy, understood as a process in which adults learn to learn, would enable farmers to participate in the process of agricultural development. (EC)

Difficulties of retirees in our society and the New School's Institute for Retired Professionals are described. A program enabling educated retirees to join a learning community with peers and take courses with students of all ages are discussed. (SW)

Difficulties of retirees in our society and the New School's Institute for Retired Professionals are described. A program enabling educated retirees to join a learning community with peers and take courses with students of all ages are discussed. (SW)

Ways to motivate poor rural workers to establish organizations to promote their interests are discussed, along with a review of workers' education programs and methods of teaching adults. (MF)

Analyzes the literature pertaining to the adult's need to learn how to learn and this concept's relevance for successful adult learning in three modes (learning on one's own, collaborative learning, and institutional learning). Also, discusses training (which helps adults acquire learning skills) and suggests some researchable questions. (EM)

A study is reported which utilized an application (Subjective Estimation of Adult Learning Scale) of a psycho-physical technique of magnitude estimation to determine whether there is a social consensus concerning the magnitude of learning that occurs in a variety of adult learning activities. (Editor/EM)

This study was conducted to find a method to assess a sanitarian's learning potential both before hiring and in service. Found that past achievement (educational level) was the most important factor in predicting achievement on tests; improvement during inservice was more closely related to motivation. (MR)